Since some of you have asked for examples. I thought I would join you with a question of my own.
I'm going to start with a broad question that encompasses my background and interests.
"Does fitness influence the fashion industry or does the the fashion influence the fitness industry?"
What I believe to be true. High-end fashion and high-performance fitness are not even talking to each other, but ....????
This question seems too broad to me - how about .....
"Does the fashion industry (high-end) influence the body type that we strive for through the fitness industry? or does the fitness industry set the trends and therefor the body types influence what fashion designers design?"
Let's start by looking at "Iconic" representation of both and see what we come up with.
Fashion/Chanel
current
http://www.chanel.com/fashion/8#8
http://www.chanel.com/fashion/8#8-spring-summer-2009-chanel-collection-look-45,12
historic
from: http://www.canpages.ca/blog/wp-content/uploads/2009/01/coco_chanel.jpg
Fitness
Current
picture of "first fitness super model" Monica Brant http://female.bodybuildbid.com/fitnessolympia/imgs/brant/brant4.jpg
Historic
http://www.acclaimimages.com/_gallery/_images_n300/0087-0507-2315-0407_vintage_antique_old_smiling_woman_pinup_in_a_yellow_swimsuit_with_white_towel_1940s.jpg
Friday, June 26, 2009
Thursday, June 25, 2009
Week Three: Icons
Look at Byzantine Icons and look at Mickey Mouse. What do they have in common?
What about Evangeline Lilly and Lillie Langtry?
Find an iconic representation of your topic. (see post in week two for more details and instruction on evaluating the image.
This week look for five magazines or journals that might/do have information on your topic. More importantly I want you to find out one new thing that you did not already know about your topic. We will come back to class and discuss for the fourth hour.
What about Evangeline Lilly and Lillie Langtry?
Find an iconic representation of your topic. (see post in week two for more details and instruction on evaluating the image.
This week look for five magazines or journals that might/do have information on your topic. More importantly I want you to find out one new thing that you did not already know about your topic. We will come back to class and discuss for the fourth hour.
Thursday, June 18, 2009
Week Two: In-class assignment
What is your topic?
What is your question?
(What is the air speed velocity of a laden swallow?)
Find an "iconic" image that represents your topic. Evaluate this image based on Panofsky's "Strata of Meaning"
1. Primary or Natural Subject Matter
2.Secondary or Conventional subject matter
3.Intrinsic Meaning or Content
List the titles of five books you think might help you with your research and why you think they might help?
What is your question?
(What is the air speed velocity of a laden swallow?)
Find an "iconic" image that represents your topic. Evaluate this image based on Panofsky's "Strata of Meaning"
1. Primary or Natural Subject Matter
2.Secondary or Conventional subject matter
3.Intrinsic Meaning or Content
List the titles of five books you think might help you with your research and why you think they might help?
Week Two: Iconography
i⋅co⋅nog⋅ra⋅phy
/ˌaɪkəˈnɒgrəfi/ Show Spelled Pronunciation [ahy-kuh-nog-ruh-fee] Show IPA
–noun, plural -phies.
1. symbolic representation, esp. the conventional meanings attached to an image or images.
2. subject matter in the visual arts, esp. with reference to the conventions regarding the treatment of a subject in artistic representation.
3. the study or analysis of subject matter and its meaning in the visual arts; iconology.
4. a representation or a group of representations of a person, place, or thing, as a portrait or a collection of portraits.
Origin:
1620–30; < ML īconographia < Gk eikonographía. See icono-, -graphy
Related forms:
i⋅con⋅o⋅graph /aɪˈkɒnəˌgræf, -ˌgrɑf/ Show Spelled Pronunciation [ahy-kon-uh-graf, -grahf] Show IPA , noun
i⋅co⋅nog⋅ra⋅pher, noun
from: http://dictionary.reference.com/browse/iconography
What is Art Iconography
Class please read: http://en.wikipedia.org/wiki/Iconography
excerpt:
Iconography is the branch of art history which studies the identification, description, and the interpretation of the content of images. The word iconography literally means "image writing", and comes from the Greek εικον (image) and γραφειν (to write). A secondary meaning is the painting of icons in the Byzantine and Orthodox Christian tradition. The term is also used in many academic fields other than art history, for example semiotics and media studies, and in general usage, for the content of images, the typical depiction in images of a subject, and related senses. Sometimes distinctions have been made between Iconology and Iconography, although the definitions and so the distinction made varies.
Thursday, June 4, 2009
Week One continued: The Original Question
Original
⋅rig⋅i⋅nal
/əˈrɪdʒənl/ Show Spelled Pronunciation [uh-rij-uh-nl] Show IPA
–adjective
1. belonging or pertaining to the origin or beginning of something, or to a thing at its beginning: The book still has its original binding.
2. new; fresh; inventive; novel: an original way of advertising.
3. arising or proceeding independently of anything else: an original view of history.
4. capable of or given to thinking or acting in an independent, creative, or individual manner: an original thinker.
5. created, undertaken, or presented for the first time: to give the original performance of a string quartet.
6. being something from which a copy, a translation, or the like is made: The original document is in Washington.
http://dictionary.reference.com/browse/original
A research paper on Pixar is NOT original unless you ask something that hasn't been asked before. Every semester I challenge students to come up with something I haven't had to sit through already. After 13 years of this - it is more of a challenge than you might realize. Can you do it? Can you come up with an original question on a topic that is uniquely you that the Professor hasn't heard before?? What are some examples of original questions? One student set out to find out for his thesis if the Roman Coliseum would have had a roof? Not totally original but original to his work and no other student has used that question before or since. A graphic design student set out to find out about Dada's influence on graphitti - it took awhile to get to that question, but he started with a subject a lot of students considered and found an original question to research that wasn't overdone. Start thinking this week about your research subject and we'll discuss next week.
⋅rig⋅i⋅nal
/əˈrɪdʒənl/ Show Spelled Pronunciation [uh-rij-uh-nl] Show IPA
–adjective
1. belonging or pertaining to the origin or beginning of something, or to a thing at its beginning: The book still has its original binding.
2. new; fresh; inventive; novel: an original way of advertising.
3. arising or proceeding independently of anything else: an original view of history.
4. capable of or given to thinking or acting in an independent, creative, or individual manner: an original thinker.
5. created, undertaken, or presented for the first time: to give the original performance of a string quartet.
6. being something from which a copy, a translation, or the like is made: The original document is in Washington.
http://dictionary.reference.com/browse/original
A research paper on Pixar is NOT original unless you ask something that hasn't been asked before. Every semester I challenge students to come up with something I haven't had to sit through already. After 13 years of this - it is more of a challenge than you might realize. Can you do it? Can you come up with an original question on a topic that is uniquely you that the Professor hasn't heard before?? What are some examples of original questions? One student set out to find out for his thesis if the Roman Coliseum would have had a roof? Not totally original but original to his work and no other student has used that question before or since. A graphic design student set out to find out about Dada's influence on graphitti - it took awhile to get to that question, but he started with a subject a lot of students considered and found an original question to research that wasn't overdone. Start thinking this week about your research subject and we'll discuss next week.
Wk One Continued - What is your Artistic Obsession?
We all have one the subject that compels us to learn more, find out more, search more. Is it Anime, WWII Fighter Planes, The Romans, Finance, Scrabble, Loony Tunes, Rock Posters, Shoes, Underwater Archeology, Atlantis, the Little Black Dress, action figures? Start thinking about what yours is, or what you would like it to be (no stalking though : ) Now think about the fact that whatever it is - it lives in a "designed" world. There isn't anything in our world that does not have some sort of design history - seriously, if all you want and think about is money - there is a design history of $$ and financial imagery. If all you think about is playing Scrabble or Wii, there is a design/art history of that. Find your artistic obsession and prepare to explore it's visual history - in depth. The adventure is in the discovery. We are not going to write some boring "book report or subject paper" we are going to find new ways to look at and question the history of something that interests you. It might be something for your thesis or it might be a much needed break from your thesis. Whatever it is - make it something that actually interests you so that when you are exhausted and don't want to do another thing - you will still be motivated to find out more about your subject. Seriously, my gift to you is that if you follow the directions given in class you can complete the majority of your work for this class during class time - what else are four hour classes for - right? However, you must actually go forth and research. You must discover new things - or, what's the point.
Week One: Art History's History
ob⋅ses⋅sion
/əbˈsɛʃən/ Show Spelled Pronunciation [uhb-sesh-uhn] Show IPA
–noun
1. the domination of one's thoughts or feelings by a persistent idea, image, desire, etc.
2. the idea, image, desire, feeling, etc., itself.
3. the state of being obsessed.
4. the act of obsessing.
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How to Prepare an Annotated Bibliography
* WHAT IS AN ANNOTATED BIBLIOGRAPHY?
* ANNOTATIONS VS. ABSTRACTS
* THE PROCESS
* CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT
* CHOOSING THE CORRECT FORMAT FOR THE CITATIONS
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority. THE PROCESS Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic. Cite the book, article, or document using the appropriate style. Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic. CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT For guidance in critically appraising and analyzing the sources for your bibliography, see How to Critically Analyze Information Sources. For information on the author's background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources. CHOOSING THE CORRECT FORMAT FOR THE CITATIONS CUL Publications 7 and 8, MLA Citation Style and APA Citation Style, are available at the Uris and Olin Reference desks. Style manuals for these and other formats are also kept in the reference collections. Check with your instructor to find out which style is preferred for your class. Online citation guides for both Modern Language Association (MLA) and American Psychological Association (APA) are available in the Library Gateway's Help section, under the "Research Strategy and Process: Citing sources" link. SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE The following example uses the APA format for the journal citation. NOTE: APA requires double spacing within citations. Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review,51, 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations. Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51 (1986): 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. Michael Engle, Amy Blumenthal, and Tony Cosgrave
Reference Department
URL: http://www.library.cornell.edu/olinuris/ref/research/skill28.htm Conditions for the use of this Web page Olin and Uris Libraries, Cornell University, Ithaca NY 14853
Information and reference: 607-255-4144, okuref@cornell.edu
Circulation: (Olin) 607-255-4245, (Uris) 607-255-3537, olincirc@cornell.edu. Use of, Modification of, or Linking to Our Library Research or Subject Guides Content The Research & Learning Services Department (formerly Collections, Reference, Instruction and Outreach (CRIO); also formerly Instruction, Reference, and Information Services (IRIS)) in Olin and Uris Libraries, part of the Cornell University Library, sets the following conditions for the use of the content of the Guide to Library Research at Cornell Web page and subsidiary or related Web pages.
Attribution:
You have our permission to reproduce or adapt the content of the following Web pages:
Guide to Library Research at Cornell [http://www.library.cornell.edu/olinuris/ref/research/tutorial.html]
and subsidiary pages, or any other of our Web pages with a link to this including
The Seven Steps of the Research Process [http://www.library.cornell.edu/olinuris/ref/research/skill1.htm],
Critically Analyzing Information Sources [http://www.library.cornell.edu/olinuris/ref/research/skill26.htm],
Distinguishing Scholarly Journals from Non-Scholarly Periodicals [http://www.library.cornell.edu/olinuris/ref/research/skill20.html], and
How to Prepare an Annotated Bibliography [http://www.library.cornell.edu/olinuris/ref/research/skill28.htm]
for the use of you and your students,
as long as
1) the source of the content is clearly attributed on each Web page asOlinLibraryReferenceResearch & LearningServicesCornellUniversity LibraryIthaca, NY, USA
and
2) you also explicitly state on the Web page that you have received permission from us to reproduce it and adapt it for your own use.
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Read and Discuss? What is Art History - is it the history or art, or not?
Why not - Wikipedia?
http://en.wikipedia.org/wiki/Art_History
/əbˈsɛʃən/ Show Spelled Pronunciation [uhb-sesh-uhn] Show IPA
–noun
1. the domination of one's thoughts or feelings by a persistent idea, image, desire, etc.
2. the idea, image, desire, feeling, etc., itself.
3. the state of being obsessed.
4. the act of obsessing.
Add Instructions
Edit Content
Remove Item
HTML
How to Prepare an Annotated Bibliography
* WHAT IS AN ANNOTATED BIBLIOGRAPHY?
* ANNOTATIONS VS. ABSTRACTS
* THE PROCESS
* CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT
* CHOOSING THE CORRECT FORMAT FOR THE CITATIONS
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority. THE PROCESS Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research. First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic. Cite the book, article, or document using the appropriate style. Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic. CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT For guidance in critically appraising and analyzing the sources for your bibliography, see How to Critically Analyze Information Sources. For information on the author's background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources. CHOOSING THE CORRECT FORMAT FOR THE CITATIONS CUL Publications 7 and 8, MLA Citation Style and APA Citation Style, are available at the Uris and Olin Reference desks. Style manuals for these and other formats are also kept in the reference collections. Check with your instructor to find out which style is preferred for your class. Online citation guides for both Modern Language Association (MLA) and American Psychological Association (APA) are available in the Library Gateway's Help section, under the "Research Strategy and Process: Citing sources" link. SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE The following example uses the APA format for the journal citation. NOTE: APA requires double spacing within citations. Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review,51, 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations. Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51 (1986): 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. Michael Engle, Amy Blumenthal, and Tony Cosgrave
Reference Department
URL: http://www.library.cornell.edu/olinuris/ref/research/skill28.htm Conditions for the use of this Web page Olin and Uris Libraries, Cornell University, Ithaca NY 14853
Information and reference: 607-255-4144, okuref@cornell.edu
Circulation: (Olin) 607-255-4245, (Uris) 607-255-3537, olincirc@cornell.edu. Use of, Modification of, or Linking to Our Library Research or Subject Guides Content The Research & Learning Services Department (formerly Collections, Reference, Instruction and Outreach (CRIO); also formerly Instruction, Reference, and Information Services (IRIS)) in Olin and Uris Libraries, part of the Cornell University Library, sets the following conditions for the use of the content of the Guide to Library Research at Cornell Web page and subsidiary or related Web pages.
Attribution:
You have our permission to reproduce or adapt the content of the following Web pages:
Guide to Library Research at Cornell [http://www.library.cornell.edu/olinuris/ref/research/tutorial.html]
and subsidiary pages, or any other of our Web pages with a link to this including
The Seven Steps of the Research Process [http://www.library.cornell.edu/olinuris/ref/research/skill1.htm],
Critically Analyzing Information Sources [http://www.library.cornell.edu/olinuris/ref/research/skill26.htm],
Distinguishing Scholarly Journals from Non-Scholarly Periodicals [http://www.library.cornell.edu/olinuris/ref/research/skill20.html], and
How to Prepare an Annotated Bibliography [http://www.library.cornell.edu/olinuris/ref/research/skill28.htm]
for the use of you and your students,
as long as
1) the source of the content is clearly attributed on each Web page asOlinLibraryReferenceResearch & LearningServicesCornellUniversity LibraryIthaca, NY, USA
and
2) you also explicitly state on the Web page that you have received permission from us to reproduce it and adapt it for your own use.
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Read and Discuss? What is Art History - is it the history or art, or not?
Why not - Wikipedia?
http://en.wikipedia.org/wiki/Art_History
Summer - 09 - Syllabus
Digital Media Arts College
AHT 5010 Art Historical Theory & Methodology
Spring 2007
Instructor :: Joleen Koehly
Telephone :: 561.391.1148 ext. 215
Email :: jkoehly@dmac-edu.org
Course Title Art Historical Theory and Methodology
Course Number
AHT 5010
Credit Hours 3 Credits
Course Length 11 weeks
Prerequisites None
Contact Hours 3 hours per week (lecture)
Textbook None Required
Course Description Students will read numerous outstanding historical and critical writings exemplifying differing approaches to the field of art, including: connoisseurship and criticism, iconography and contextual studies. Each student will develop a bibliography on a particular historical approach to the study of art. Class discussion will use historical examples to examine the standards for art historical writing and will address current issues in the field. Graduate level reading and writing skills are developed through the analysis of the historiography of art theory and methodology: skills that are of high demand in the leading animation companies as well as in academia
Course Objectives / Outcomes • Develop the students’ aesthetic and critical sensibility regarding what good animation and design is: to the point where they may judge competitions, write reviews and critical essays.
• Develop the students’ theoretical knowledge concerning the underlying technologies of the discipline.
• Develop the students’ learning skills and strategies necessary to keep up, through self-directed study, with evolving technologies, skills, and tendencies in art and design relevant to the field.
• Develop the students’ capacity to write clearly.
• Develop the students’ ability to teach: in schools, colleges, universities, and dedicated training facilities.
Course Topics Iconography
Marxism
Feminism
Semiotics
Psychoanalysis
Post Humanism
Attendance Students should be present for every class of the semester, arriving before class begins and staying until class is dismissed.
School policy states that a student who misses more than 3 classes will fail the course unless the instructor determines that there is an acceptable extenuating circumstance.
In the case of absence, students are responsible for finding out what work they have missed, or in obtaining notes from a classmate. Extensions on work due are not granted for being absent for the class that they were assigned in or due in. If an absence is unavoidable, it is strongly recommended to contact the instructor before the absence and make any arrangements to turn in work early. Absenteeism can affect your grade from a participation standpoint as well as from the negative impact that it can have on your learning and work.
Tardiness Being late to class will be recorded as a tardy, and can affect a student’s grade as it impacts participation. Tardy policy states that any student who is more than 15 minutes late will be considered absent for that class. A late student is expected to join the class with a minimum of disruption to the lesson.
Late Work Assignments must be in on the date identified in the syllabus and at the beginning of class. Late projects will not be accepted. (Any deviation from this policy will be extremely rare and discretion of the instructor)
Statement on Academic Dishonesty Plagiarism is the act of taking words, ideas, or artwork and the presentation of them as your own work. Plagiarism can include the assistance of another student in cheating. Plagiarism is extreme academic misconduct, which defeats your objectives in attending school. Plagiarism will not be tolerated, cheating students will fail the class and discovery may lead to immediate expulsion from the college.
Saving Work Students are responsible for saving their work securely so that it may be turned in according to the teacher’s specifications. Students should not turn in the only copy of their work as student work becomes the property of DMAC and may not be returned to them. Computers are mechanical in nature and therefore data is always at risk for erasure, corruption, or other destructive force. The teacher or the College is in no way responsible for student work saved on the hard drives of the College. Adequate infrastructure has been provided for the students to create multiple backup disks of their work to guard against loss. Improperly saved work is not the responsibility of the teacher and extensions due to data loss should not be granted. The hard drives will be erased regularly with little or no notice to keep the machines in good working order; it is therefore critical for students to keep multiple backups of their work at all times and stages.
Explanation of Assignments
In class participation: This course is designed to encourage dynamic and comprehensive discussion of ideas related to the history and development of fine and media arts. It is necessary that you be prepared to think about and discuss the topic in-depth. It is important to do the reading and research in advance of class to participate. We will be exploring and discussing one topic in-depth to illustrate the process of art historical research. And, of course, respect the instructor and your fellow students by participating in group discussions and not individual conversations. Oh and … don’t be late.
Bibliography: Students are required to research and create an in-depth (10 -12 page) annotated Bibliography on a fine art/media historical topic of choice. This is due the last day of classes.
Presentation of research: Students will be expected to teach one class of an hour and a half based on the subject of their research. They will present a lecture and present appropriate works of art and media to illustrate the point. The class must include a research question that is answered in the course of the lecture.
Course Outline
Week 01
Topic:
History of Art History, The research question and topic.
Covering a topic in depth. Types of analysis.
Art Research methods. Developing a research question. Doing a literature review.
Week 02
Topic:
Assignment: Iconography
Research the annotated Bibliography. Bring examples to class.
Week 03
Topic:
Assignment: Contextual Approaches: Marxism
Readings on Marx
Week 04
Topic:
Assignment: Feminism & Cyberfeminism
Readings on Feminism
Week 05 Topic:
Assignment: Biography and Autobiography
Selected Biographical readings; semiotics and post-structuralism
Week 06 Topic:
Assignment: Semiotics I and II : Structuralism and Post-Structuralism andDeconstruction
Readings on Semiotics
Week 07 Topic:
Assignment: Psychoanalysis
Readings on Freud and Jung;
Week 08 Topic:
Assignment: Post Humanism
Readings on Post Humanism; presentations
Week 09 Topic:
Assignment: Presenting Research Results
Presentations of research process and results
Week 10 Topic:
Assignment: Presentations
Continued presentation research
Week 11 Topic:
Assignment: Presentations
Continued presentation research
Instructional Methods:
Lecture / Media Clips / Discussion and debate.
ADA To meet the needs of our students with disabilities, Digital Media Arts College offers reasonable accommodations and access for qualified students with disabilities. Students or applicants who would like to request reasonable accommodations should contact the Office of the Dean of Academic Affairs. Students with disabilities are encouraged to contact the Office of the Dean of Academic Affairs in advance of the semester of study when accommodations may be needed
Grading
Legend
Attendance and Participation 33%
Presentation of research 33%
Annotated Bibliography 33%
Grading Scale A=100-90%, B=89-80%, C=79-70%, D=69-60%, F=59-0%
Date of last review: January 31, 2009
AHT 5010 Art Historical Theory & Methodology
Spring 2007
Instructor :: Joleen Koehly
Telephone :: 561.391.1148 ext. 215
Email :: jkoehly@dmac-edu.org
Course Title Art Historical Theory and Methodology
Course Number
AHT 5010
Credit Hours 3 Credits
Course Length 11 weeks
Prerequisites None
Contact Hours 3 hours per week (lecture)
Textbook None Required
Course Description Students will read numerous outstanding historical and critical writings exemplifying differing approaches to the field of art, including: connoisseurship and criticism, iconography and contextual studies. Each student will develop a bibliography on a particular historical approach to the study of art. Class discussion will use historical examples to examine the standards for art historical writing and will address current issues in the field. Graduate level reading and writing skills are developed through the analysis of the historiography of art theory and methodology: skills that are of high demand in the leading animation companies as well as in academia
Course Objectives / Outcomes • Develop the students’ aesthetic and critical sensibility regarding what good animation and design is: to the point where they may judge competitions, write reviews and critical essays.
• Develop the students’ theoretical knowledge concerning the underlying technologies of the discipline.
• Develop the students’ learning skills and strategies necessary to keep up, through self-directed study, with evolving technologies, skills, and tendencies in art and design relevant to the field.
• Develop the students’ capacity to write clearly.
• Develop the students’ ability to teach: in schools, colleges, universities, and dedicated training facilities.
Course Topics Iconography
Marxism
Feminism
Semiotics
Psychoanalysis
Post Humanism
Attendance Students should be present for every class of the semester, arriving before class begins and staying until class is dismissed.
School policy states that a student who misses more than 3 classes will fail the course unless the instructor determines that there is an acceptable extenuating circumstance.
In the case of absence, students are responsible for finding out what work they have missed, or in obtaining notes from a classmate. Extensions on work due are not granted for being absent for the class that they were assigned in or due in. If an absence is unavoidable, it is strongly recommended to contact the instructor before the absence and make any arrangements to turn in work early. Absenteeism can affect your grade from a participation standpoint as well as from the negative impact that it can have on your learning and work.
Tardiness Being late to class will be recorded as a tardy, and can affect a student’s grade as it impacts participation. Tardy policy states that any student who is more than 15 minutes late will be considered absent for that class. A late student is expected to join the class with a minimum of disruption to the lesson.
Late Work Assignments must be in on the date identified in the syllabus and at the beginning of class. Late projects will not be accepted. (Any deviation from this policy will be extremely rare and discretion of the instructor)
Statement on Academic Dishonesty Plagiarism is the act of taking words, ideas, or artwork and the presentation of them as your own work. Plagiarism can include the assistance of another student in cheating. Plagiarism is extreme academic misconduct, which defeats your objectives in attending school. Plagiarism will not be tolerated, cheating students will fail the class and discovery may lead to immediate expulsion from the college.
Saving Work Students are responsible for saving their work securely so that it may be turned in according to the teacher’s specifications. Students should not turn in the only copy of their work as student work becomes the property of DMAC and may not be returned to them. Computers are mechanical in nature and therefore data is always at risk for erasure, corruption, or other destructive force. The teacher or the College is in no way responsible for student work saved on the hard drives of the College. Adequate infrastructure has been provided for the students to create multiple backup disks of their work to guard against loss. Improperly saved work is not the responsibility of the teacher and extensions due to data loss should not be granted. The hard drives will be erased regularly with little or no notice to keep the machines in good working order; it is therefore critical for students to keep multiple backups of their work at all times and stages.
Explanation of Assignments
In class participation: This course is designed to encourage dynamic and comprehensive discussion of ideas related to the history and development of fine and media arts. It is necessary that you be prepared to think about and discuss the topic in-depth. It is important to do the reading and research in advance of class to participate. We will be exploring and discussing one topic in-depth to illustrate the process of art historical research. And, of course, respect the instructor and your fellow students by participating in group discussions and not individual conversations. Oh and … don’t be late.
Bibliography: Students are required to research and create an in-depth (10 -12 page) annotated Bibliography on a fine art/media historical topic of choice. This is due the last day of classes.
Presentation of research: Students will be expected to teach one class of an hour and a half based on the subject of their research. They will present a lecture and present appropriate works of art and media to illustrate the point. The class must include a research question that is answered in the course of the lecture.
Course Outline
Week 01
Topic:
History of Art History, The research question and topic.
Covering a topic in depth. Types of analysis.
Art Research methods. Developing a research question. Doing a literature review.
Week 02
Topic:
Assignment: Iconography
Research the annotated Bibliography. Bring examples to class.
Week 03
Topic:
Assignment: Contextual Approaches: Marxism
Readings on Marx
Week 04
Topic:
Assignment: Feminism & Cyberfeminism
Readings on Feminism
Week 05 Topic:
Assignment: Biography and Autobiography
Selected Biographical readings; semiotics and post-structuralism
Week 06 Topic:
Assignment: Semiotics I and II : Structuralism and Post-Structuralism andDeconstruction
Readings on Semiotics
Week 07 Topic:
Assignment: Psychoanalysis
Readings on Freud and Jung;
Week 08 Topic:
Assignment: Post Humanism
Readings on Post Humanism; presentations
Week 09 Topic:
Assignment: Presenting Research Results
Presentations of research process and results
Week 10 Topic:
Assignment: Presentations
Continued presentation research
Week 11 Topic:
Assignment: Presentations
Continued presentation research
Instructional Methods:
Lecture / Media Clips / Discussion and debate.
ADA To meet the needs of our students with disabilities, Digital Media Arts College offers reasonable accommodations and access for qualified students with disabilities. Students or applicants who would like to request reasonable accommodations should contact the Office of the Dean of Academic Affairs. Students with disabilities are encouraged to contact the Office of the Dean of Academic Affairs in advance of the semester of study when accommodations may be needed
Grading
Legend
Attendance and Participation 33%
Presentation of research 33%
Annotated Bibliography 33%
Grading Scale A=100-90%, B=89-80%, C=79-70%, D=69-60%, F=59-0%
Date of last review: January 31, 2009
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